Procedure: Day 1

2. Write the SQ3R method on the board and have students transfer it into their notebook.

3. Explain each section by utilizing a paragraph that has been placed on the board.

4. Go over the technique with the group.

5. Group recitation.

Content a selected paragraph from The New Exploring a Changing World, Unit I, Chapter 1, paragraph two:
Wherever people live, they have developed ways of working, playing, and governing themselves. How people live day by day, how they work, the songs they sing, the god or gods they worship, the sports they enjoy—all these things make up their culture. The culture of a people is passed onto their children and their children’s children. It may change greatly or very little over the years. Ours is a fast-changing culture. Among the Tasadays of the Philippines, ways of living changed little since the dawn of history. These people still hunt with stone weapons and gather food from trees.

Survey Skim the paragraph with the class emphasizing the main ideas.

1. People develop ways of working, playing, and governing themselves.

2. Culture consists of how people live daily—work, play, sing, worship.

3. Culture is passed on through generations.

4. Culture may change greatly, as in the U.S., or may change little, as with the Tasadays.

Question Have students turn main ideas into questions. Place on board.

1. What do people develop wherever they live?

2. What does culture consist of?

3. How is culture passed on?

4. Does culture change?

Reading Re-read the paragraph and answer the questions.

Recitation Now ask the students the same questions. At this point it is best to call upon a student that has raised his hand.

Review Go over the main ideas.

Conclusion Have students write in their notebooks what they think about the lesson and the classroom for the day.

Homework Have the students write a paragraph about their own culture.

Content: Day 2

1. Collect homework.

2. Review previous lesson.

3. Have each student read a selected paragraph and follow the techniques. Walk around the room and help them. Video-tape the classroom during the process.

4. Paragraph from text, Chapter two, paragraph 5:

What then, is race? A race is a group of people who have similar bodily characteristics. Their children inherit these characteristics. Language, religion, nationality, customs, dress, are not passed on the same way as race. A person may choose them as he wishes. They are part of his culture, not his race. They are learned. His race is inherited.

Review Ask students for oral feedback.

Quiz Ask students for definitions of culture and race.

Conclusion Daily entry in the notebook.

Homework Label the following either race or culture (worksheet) derived from text.

1. The color of a person’s skin

2. The church a person attends

3. The food a person eats

4. The music a person listens to

5. The texture of a person’s hair

6. The color of a person’s eyes

7. The type of furniture a person has

8. The bone structure of a person’s face

9. The shape of a person’s lips

10. The political party one belongs to

11. The height of a person

12. The occupation a person has

13. The language a person speaks

14. The country a person lives in

15. The clothes a person wears

Sample Lesson #2 Map terminology 2 days

Concept Simply defining words is not enough. The student has to be capable of using them accurately in the proper context.

Objectives Students will select proper definitions. Students will use words in context.
Students will master basic map terms and transference.

Student preparation: Students are familiar with dictionary work.

Timing: This lesson should be administered at the beginning of the academic year prior to map lessons.

Motivation If you were from another solar system and came to Earth, how would you know what was where and what was important to our planet?
Materials: Writing implements, notebook, dictionaries, glossaries, map outlines, direction cards, atlases, maps, globes.

Content: Day #1

1. Ask students motivation question. Add the answers to the vocabulary list.

geography

legend, key

southeast

vegetation

map

symbol

southwest

population

globe

directions

compass

density

distortion

cardinal

scale

products

*North Pole

intermediate

political map

*South Pole

north

country

*Equator

south

capital

*Prime Meridian

east

physical map

*continents

west

topography

axis

northeast

climate

23-1/2° tilt

northwest

weather

2. Go over terms to assure accuracy.

3. Using atlases and maps, label and locate *words on world outline maps. Collect, correct, and save for further entries.

Conclusion Daily entry in notebook.

Homework Put vocabulary words into sentences. Instruct students not to write definitions. They should be gone over thoroughly during another class session.

Content: Day #2

1. Collect homework and review previous lesson.

2. Direction Game—Have cardboard cards with directions on them.

____-select 4 students to stand in the corners of the classroom

____-select 4 students to stand between others, against the walls

____-give one student a card with a direction written on it

____-have another student pass out the remaining cards to the appropriate persons

____-if incorrect, have the cards arranged by another student

____-if correct collect cards

____-repeat several times

3. Directions with atlas

____-open atlases to the page with the world map on it

____-ask students to give the proper directions

____-sample questions:.

____The U.S. is north of the equator.

____Africa is east, northeast of South America.

____Asia is east of the Prime Meridian.

____Australia is north of the South Pole.

____Europe is east, southeast of Greenland.

____North America is south of the North Pole.

____Puerto Rico is south of the U.S.

4. Legends, symbols

____-have the students realize that it is impossible to place everything on a map

____-re-define legend, key, and symbol

____-draw an imaginary island on the board with a legend space -ask the students to label the directions

____-ask the students to fill in the island, give an example—suggestions, if needed: railroads, trees, airport, schools, rivers, hospitals.

Conclusion Daily entry in notebook

Homework On a mimeo outline the block surrounding the school. The students are to fill in the map with symbols, using a key.

Sample Lesson #3

Waterforms

2 days

Concept A student will understand a subject better if he can experience it.

Objective Student will practice dictionary skills.
Student will become familiar with waterforms.

Student will master paragraph’s concepts through experience.

Student preparation: Students will have been assigned to bring in pictures of waterforms from magazines, etc., which will be made into a classroom collage.

Timing The lesson should be administered prior to any map identification of major waterforms.

Motivation Water, water, everywhere but not a drop to drink. If class is cooperative, have another teacher run in with a waterpistol and shoot you.

Procedures: Day 1

-definitions are placed on transparencies (students give them) -example is given from an atlas

-the waterform is cited by the student on a map

-then it is drawn on the transparency under the definition

Vocabulary

water

bay

brook

delta

salt water

lake

source

course

fresh water

sound

downstream

pond

ocean

strait

mouth

reservoir

sea

river

upstream

canal

gulf

tributary

waterfall

-students copy transparency work into notebook

Conclusion Daily entry in notebook.

Day #2

Bus trip along Mill River

Try to arrange to have a Science teacher accompany the group on the trip.

1. When the students enter the bus, they will be given the following paragraph to read:

Mill River is a fresh water stream that flows along a set course. Its source is in Cheshire. As it flows downstream, toward the mouth, it passes through and forms part of Clark’s Pond, Sleeping Giant Park, Lake Whitney (a man-made reservoir), the base of East Rock, and Grand Avenue. Its mouth is at the Long Island Sound. The Sound is salt water; therefore, Mill River is mixed with salt water when it first flows upstream toward its source. Along the river's course there are ponds, a man-made lake, brooks, and waterfalls. The river is not straight. The course curves. Parts of the river are extremely polluted, and other parts are very clean and pure. In the river are such fresh water fish as perch, trout, blue-gills, bass, and pickerel. Mill River has no tributaries.

2. The ride will begin in New Haven at the mouth. The students will remain in the bus until we reach Rice Field. A leisurely walk along East Rock’s footpath to Lake Whitney’s waterfall in Hamden will ensue. Be sure the students do not trespass on Water Company property. The group will reboard the bus and proceed to Sleeping Giant where we will see the river as a brook, waterfall and a pond. We will lunch in the park. If time permits, the group will proceed to Cheshire.